HDF 190:

FIRST YEAR LEADERS INSPIRED TO EXCELLENCE

LEADERSHIP PORTFOLIO

Frankie Watson
SPRING 2017

frankie_watson@my.uri.edu
 TABLE OF CONTENTS

Strengths
Opening Statement SLIDE #3
Section 1: Self Leadership SLIDE #
Section 2: Leadership Theories SLIDE #
Section 3: Inclusive Leadership SLIDE #
Section 4: Critical Thinking SLIDE #
Section 5: Interpersonal/Organizational Leadership SLIDE #
 Signature Strengths
Woo
Activator
Context
Positivity
Ideation

Values in Action Strengths

Humor
Creativity
Judgement
Fairness
Kindness
 OPENING STATEMENT
Hello, my name is Frankie Watson and I am a freshman Film Media
major pursuing a minor in Leadership Studies. In HDF 190, I learned
about how to use my strengths and values in my personal leadership
style and how to work with others as a developing leader. I learned
how to be a more confident leader and about different leadership
theories that I identify with, such as the Servant Leadership model
which is about serving others and how I as a leader must use my skills
to help anyone who can benefit from them.
 SECTION 1
SELF LEADERSHIP

Outcome 15 Student will describe personal leadership style and/or personality

style including strengths and weaknesses and examples of application (Sources
= Leadership style inventories, the L.P.I., StrengthsQuest, Type Focus (MBTI),
LAMP, and other career inventories, etc.)

Target Class: HDF 190

Additional Experiences: URI 101

In HDF 190, I completed the Gallup strengths and VIA values questions. My top 5
Strengths are woo, activator, context, positivity, and ideation. My strengths fit me perfectly
and I identify with them all. However, I feel a strong connection with activator and
positivity because I like to be the spark for things to get done when people are waiting for
someone to take action, and I get through challenging situations by keeping positive,
especially personal situations such as family issues. My top 5 values are humor,
creativity, judgement, fairness, and kindness. In URI 101 I did typefocus and learned that
I am a creative thinker and my thoughts are scattered but I can understand how I
unconventionally organize things. An example of me following my typefocus is my messy
planner with lots of marks. The results also said I am an extrovert. At Leadership Institute,
I learned my LPI is encourage the heart which I believe and agree with strongly. An
example of me doing this is cheering on my team at Institute and supporting and
motivating them to face their challenges so they could grow. When someone struggled to
overcome a part of the challenge course I encouraged them and helped them work out
how to complete the task as a group even though I was not directly involved with the
physical activity they were doing because I was further away.
 SECTION 2
Leadership Theory and Models

Outcome 26 Student will show knowledge of the Servant Leadership theory of

leadership by Greenleaf

Target Class: HDF 190

Servant leadership was developed by Robert K. Greenleaf who says that a servant
leader is a servant first. The ten characteristics of a servant leader are listening,
empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship,
commitment, and building community. Listening helps the leader find out the needs
and motivation of a group. Servant leadership is how leaders use their skills to serve
and help others. Leaders must share the tools they have with the people and
organizations they are involved with to make even a small difference. Servant leaders
understand that even though they cannot fix the problem, they can make an
improvement and make change.
Home. (n.d.). Retrieved April 14, 2017, from https://www.greenleaf.org/
 SECTION 3
Inclusive Leadership / Diversity and its application to leadership

Outcome 83: Student will create a personal code of inclusive leadership

Target Class: HDF 190

An example of when I thought critically in a situation is when I was deciding where to attend
college. As a film major, I felt the pressure to go to a big-name film school, which came with a
heavy price tag. The best option for me was Emerson College in Boston, but despite calling
the school to ask for more aid and receiving it, I decided URI was a better financial and
experience option. I came to this conclusion through a long process of making pros and cons
list for each school and thinking critically about how each school would affect my future. As a
state school, URI requires me to take general education courses and that broadens my
knowledge which I appreciate. URI also provided opportunities to get involved with
organizations that Emerson did not even offer, such as Leadership Institute and the leadership
studies minor, and SEC. I thought critically about this situation by weighing both options
heavily and taking time to process the information. To help my critical thinking, I did research,
called financial aid and admissions officials from both schools, and sought advice from others
while also thinking about my needs as a student. This is an example of my critical thinking
because I had to make a big decision and gathered as much information as possible, which
relates to my context strength because I like to have as much information as possible and
think about the outcomes of both options before making the decision on URI.
 SECTION 4
Critical Thinking

Outcome 89: Student will demonstrate proficiency of critical thinking

Additional Experiences: College selection process

After learning about the relational leadership model in class, I developed a personal
code of inclusive leadership to follow to remember that people of all backgrounds
are included in my leadership style. One component of the Relational Leadership
model is inclusive, and to do this a leader must listen and engage in civil discourse.
My personal code of inclusive leadership is always include people of all identities,
opinions, backgrounds, genders, and races in my leadership and make sure they
are spoken for, represented, and has fair opportunity in a group. This relates to my
value of fairness and my strength of positivity. Fairness reminds me that everyone
deserves equal opportunity to participate and positivity keeps me motivated to
handle and monitor a situation when the civil discourse occurs.
 SECTION 5
(Interpersonal and Organizational Concepts and Skills)

Outcome 114: Student will show knowledge of the stages of group development
(Tuckman, Bennis or others)

Target Class: HDF 190

The stages of group development according to Tuckmans model are forming, storming,
norming, performing, and adjourning. Forming is the beginning stage and it is when the
team is first acquainted and theyre unfamiliar with each other and are establishing
ground rules. Storming is the next stage and it is when group members establish their
place and compete heavily as well as starting to settle in to their group dynamic. The
third stage is Norming and it is when the team feels like a team and is productive and
successful as well as committed to the team. Performing is the fourth stage and in this
stage the team is most efficient and comfortable with each other and have a lot of pride
in the team as well as trust for the team. Lastly is Adjourning and this is when the team
assesses their time together and recognizes their success, discusses where they could
have improved, and transitions into their new teams or goes their separate ways.
Learning & Development. (n.d.). Retrieved April 19, 2017, from
http://hrweb.mit.edu/learning-development/learning-topics/teams/articles/stages-develo
pment